When we estimate, we find a value that is close enough to the right answer, usually with some thought or calculation involved.

Scaling is when a given quantity is made ___ times the size. It can be used to adjust the size of a factor. In this lesson, scaling will involve making values 10 or 100 times the size.

Divide decimal fractions by 1-digit numbers using written methods

Maths

In this unit pupils will explain the effect of multiplying and dividing a number by 10, 100 and 1,000 and use their knowledge of multiplying decimal fractions by whole numbers to solve measures problems. In the future unit pupils will apply memorised unit conversions to convert between units of measure. They will solve measures problems involving different units including imperial units.

In the prior unit pupils calculated with decimal numbers using column addition and subtraction. In this unit pupils will explain the effect of multiplying and dividing a number by 10, 100 and 1,000 and use their knowledge of multiplying decimal fractions by whole numbers to solve measures problems.

Calculating with decimal fractions

Calculate 55.6 ÷ 4 = {{ }}
Use scaling to convert 55.6 into a whole number first.

Which of these would be the most sensible estimate to check if this calculation is correct? 55.6 ÷ 4 = 13.9

Lucas has 7.8 m string. He cuts this into three equal pieces. How long is each piece? {{ }} m

Sofia has £34.65   Lucas has one-fifth times this amount. How much does Lucas have? £{{ }}

Calculate this using short division 51 ÷ 3 = {{ }}

Calculate this using short division 552 ÷ 3 = {{ }}

Lucas has £438 and Sofia has one-sixth times this amount. How much money does Sofia have? £{{ }}

This lesson will be removed by end of Summer Term 2025.

Divide decimal fractions by 1-digit numbers using written methods

Lesson outcome

This lesson will be removed by end of Summer Term 2025.